A. [At Mayfield High, Edward is taking to his new job as Ethics teacher with very little enthusiasm. Any kids in his class? Your first assignment is being written on the board in a neat, tidy scrawl:
"How far would you be willing to go to escape this place?"]
Discuss.
B. [Later on that afternoon, Edward makes a public phone call, filtered away from
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That's not to mention the lack of any legitimate moral authorities, of course, but that's not entirely relevant.
[Of course, she's leaving slightly out the question of whether it's desirable to escape... but no one needs to know that reservation.]
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Excellent answer. What's to stop us from running into the streets and spreading anarchy, if there are truly no consequences to our actions here?
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Additionally, there is the problem that we have a society of sorts here, and it seems the majority of the citizens, perhaps purely through fear and desire to maintain the status quo, would like to maintain order. They may also wish to fight back against the town, but they don't wish to do so by chaotic means necessarily. This is probably because humans fear losing what they have more than they desire gaining more things.
[Some other factors, but she's monologued long enough.]
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If I may, why are you asking this question specifically? Do you ... anticipate someone, ah, breaking conventional ethical boundaries?
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Any of us could find the way out. It could be you, or me, or anyone in this classroom. But finding an escape isn't our primary focus in this exercise, now is it? Our focus right now is to determine just what we'd be willing to do to get out. Fair?
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Yes, I understand.
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